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Direct linkHenning, Margaret; Chi, Chunheui; Khanna, Sunil K. – International Electronic Journal of Health Education, 2011
Objective: The purpose of this study was to evaluate the socio-cultural variables that may influence teachers' adoption of classroom-based HIV/AIDS education within the school setting and among school types in Zambia's Lusaka Province. Method: Mixed methods were used to collect original data. Using semi-structured interviews (n=11) and a survey…
Descriptors: Grounded Theory, Acquired Immunodeficiency Syndrome (AIDS), Teacher Response, Prevention
Carm, Ellen – Compare: A Journal of Comparative and International Education, 2012
Through cross-disciplinary and participatory processes involving key stakeholders from the Zambian education sector, as well as from the traditional leadership structure, a localized HIV/AIDS-prevention strategy, Interactive School and Community Approach (ISACA), was developed and implemented throughout one province between 2002 and 2006. The…
Descriptors: Grounded Theory, Acquired Immunodeficiency Syndrome (AIDS), Constructivism (Learning), Indigenous Knowledge
